I Can Goal Statements Connect Students to Formative Assessment 18 th National Quality in Education Conference November 2010 Chicago, Illinois Becky Martin –Continuous Improvement Facilitator Becky Martin –Continuous Improvement Facilitator Ann Buckley –Teacher & Continuous Improvement Trainer Ann Buckley –Teacher & Continuous Improvement Trainer Stephanie Stulken –Teacher & Continuous Improvement Trainer Stephanie Stulken –Teacher & Continuous Improvement Trainer CR logo Cedar Rapids Community School District Cedar Rapids, Iowa

Little Kids Have Big Dreams Big Kids Have Little Dreams

Learning has to do with what the students accomplish. Harry Wong Learning has nothing to do with what a teacher covers.

Outcomes Walk through the process of transforming learning standards into student friendly I can statements. Examples of proficiency defining processes Incorporate formative assessment into daily practice Engage students in monitoring progress toward Student Learning Expectations (SLE)

PLAN DO STUDY ACT BL Team School SIP ITBS Summative Assessment

PLAN DO STUDY ACT PLAN DO STUDY ACT PLAN DO STUDY ACT BL Team School SIP ITBS Summative Assessment AR Teams Math-Communication-SEB SMART Goal ITBS Summative & In-Process Formative Assessment Grade Level /Content Area Std Learning Expectations-I can Formative Assessment What to learn? Evidence of learning? If they dont? If they do? Action Research Teams Math-Communication-SEB Vertical Articulation PLC

PLC Learning Questions What do we want each student to learn, know or be able to do? How do we know? What evidence do we have of the learning? How do we respond if they struggle or dont learn? How do we respond if they already know it?

Ground rules created by students Classroom mission statements Classroom and student SMART goals Quality tools and PDSA used regularly The Continuous Improvement Classroom Classroom data centers Classroom meetings facilitated by students Student-led conferences Student data folders

Plan for Success Process Identify the Learning Expectation Deconstruct into attainable targets Transform to student friendly version I Can statements - SMART Targets Define Proficiency Determine accurate classroom assessments Use w/students to monitor growth Data center Data folder

Student Learning Expectations Teachers Intended Use for Teachers: provide a structural foundation that identifies and aligns the essential learning for each student provides direction for instruction What do we want all students to know or be able to do?

Student Learning Expectations Professional Learning Communities Intended Use for Professional Learning Communities: plan for instruction provides focus on the intended curriculum define proficiency monitor student progress using formative and summative assessments

I Can SMART Targets S S pecific, strategic M M easurable A A ttainable R R esults-oriented T T ime-bound

I Can Statements Teachers Intended Use for Teachers: connect students with SMART learning targets communicate purpose of instruction

Student Questions What do I need to know? Where am I now? How do I get there? What happens if I struggle or fail? What if I already know?

I Can Statements Students Intended Use for Students: ownership for their learning answers the student questions: What do I need to know or be able to do? How am I doing?

I Can Statements Families Intended Use for Families: communicate Student Learning Expectations (SLEs) answers the question: Where is my child on the continuum of learning?

Macmillan Treasures Program

I Can Statements Uses- Teacher Teacher : data centers, class meetings, goal setting, identifying learning targets for explicit instruction, student led conferences Student Student : data folders, goal setting, progress monitoring, communication tool, student-led conferences Parent Parent : communication tool to strengthen the home-school partnership and to support learning at home, parent information night, open house, newsletters, conferences

Plan for Success Process Identify the Learning Expectation Deconstruct into attainable targets Transform to student friendly version I Can statements - SMART Targets Define Proficiency Determine accurate classroom assessments Use w/students to monitor growth Data center Data folder

Defining proficiency How might you set proficiency? Rubric Created by teacher or plc Created with students Examples of strong and weak work Performance standard Quantitative number

4 In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class. 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The students responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge. Rubric Format - Marzano

I can Rubric Skill:Skill Indicators: 4 Expert Exceeds I understand completely! I can do it without making mistakes. I can help others. 3 Master Proficient I understand the important ideas. I can do it by myself. Once in awhile, I make little or careless mistakes. 2 Apprentice Developing Im getting there! My mistakes show I understand most of the important ideas. Sometimes I need help. 1 Novice Beginning I dont understand yet. I cant do it by myself. My mistakes show that I have trouble with the important ideas.

Rubric Activity I can write my numbers to 20

Plan for Success Identify the Learning Expectation Deconstruct into attainable targets Transform to student friendly version I Can statements - SMART Targets Define Proficiency Determine accurate classroom assessments Use w/students to monitor growth Data center Data folder

PLC Learning Questions What do we want students to know or be able to do? How do we know? What evidence do we have of the learning? How do we respond if they struggle or dont learn? How do we respond if they already know it?

Student Questions What do I need to know? Where am I now? How do I get there? What happens if I struggle or fail? What if I already know?

Acceptable Forms of Evidence Teachers and Professional Learning Communities Intended Use for Teachers and Professional Learning Communities: identify student learning inform instruction identify proficiency What evidence do we have of the learning?

In-Process Measures: Formative Assessment During the learning process Assessment FOR Learning While the learning is forming Provides feedback to students Drives instruction

Teacher: What do we want each student to know or be able to do? Student: What do I need to know? I can put story events in order.

Teacher: What evidence do we have of the learning? Student: Where am I now? What resources/strategies will help you know if a child understands main idea and sequencing? What resources/strategies will help students know if they are successful in understanding main idea and sequencing?

I can use clues from the story and what I know to understand the authors ideas that are not stated.

Why Assessment Works for Learning When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. --Black and Wiliam, 1998; Sternberg, 1996; Young, 2000

What Gets Measured Gets Done When you measure progress you: have a powerful influence on student achievement stay on track reach your target dates experience the excitement of achievement... which spurs you on to continued effort required to reach your goals

Expectation/Skill Evidence of Skill Acquisition Evidence Over Time

I can Rubric Skill: I can put a story events in order.Skill Indicators: 4 Expert Exceeds I understand completely! I can do it without making mistakes. I can help others. 3 Master Proficient I understand the important ideas. I can do it by myself. Once in awhile, I make little or careless mistakes. 2 Apprentice Developing Im getting there! My mistakes show I understand most of the important ideas. Sometimes I need help. 1 Novice Beginning I dont understand yet. I cant do it by myself. My mistakes show that I have trouble with the important ideas.

I can put story events in order Date of Assessment Rubric Score

Tracking My Progress

Expectation/Skill: Sequence Evidence of Skill Acquisition Evidence Over Time

Assessing Multiple I cans

Plan for Success Process Identify the Learning Expectation Deconstruct into attainable targets Transform to student friendly version I Can statements - SMART Targets Define Proficiency Determine accurate classroom assessments Use w/students to monitor growth Data center Data folder

9/2 2 10/ 15 9/2 3 9/2 7 Student Data Folder x

llll Teacher Planning or Class Data Center

SMART Targets - Empower Students SMART Targets - I Can Statements Empower Students Common focus Target for achievement Communicate what is important Build community & engagement Increase motivation and confidence

PLC Learning Questions What do we want each student to learn, know or be able to do? How do we know? What evidence do we have of the learning? How do we respond if they struggle or dont learn? How do we respond if they already know it?

Contact Us Becky Martin – Continuous Improvement Ann Buckley Stephanie Stulken Quality Web Site-Cedar Rapids Schools Presentation available at this web site